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The following is a list of field school opportunities. The America Anthropological Association does not advocate for or against these institutions, but merely supplies information.
The Kerry Lodge Field School, Australia - In Launceston, Tasmania, this project will examine the archaeology of incarceration and unfree labour within the mid-19th century British penal colony of Tasmania, Australia. During the 2015 season, students will primarily focus on Kerry Lodge, a convict station established in 1834 approximately 8 kilometres (5 miles) south of Launceston. Over its 14 years of operation, Kerry Lodge resembled a self-contained industrial settlement, with male convicts enduring a harsh regime of enforced labour based around sandstone quarrying, stone cutting, and construction of both Strathroy Bridge and the associated route of the main highway. Students will work closely with experts and gain a rich experience in excavations, field methods, laboratory work, and analytical techniques. For more information, visit our website at https://www.ifrglobal.org/programs/oceania/australia-kerry-lodge.
The Forensic Archaeology Field School, California, USA – This excavation takes place in the San Bernardino County in California. It focuses on a three-acre plot of land containing unidentified human remains. Many of these individuals were the victims of foul play, others were simply forgotten by society. All, however, have one thing in common: forensic science was unable to identify who they were using the methods available at the time. In 2001, the California Senate passed Bill 297, which asked counties such as San Bernardino to apply modern DNA analysis to these decades-old cold cases. This field school will conduct forensic work to assist in such identification. Students will excavate burials in forensic contexts, perform preliminary analysis of the remains and help collect remains to send for further laboratory analysis before documenting and reburying the remains. For more information, visit our website at https://www.ifrglobal.org/programs/north-america/us-ca-forensics.
The El Rayo Field School, Nicaragua – On the shore of Lake Cocibolca, archaeologists have been searching for archaeological evidence for historical Mexican colonization. Investigation has progressed to the site of El Rayo, the most significant site for studying the potential impact of outsiders on indigenous cultural traditions. The core theoretical perspective focuses on the interpretation of culture change, especially ethnicity, in the centuries leading up to the Spanish Conquest in 1522 CE; this will help to validate indemnity claims from existing indigenous groups. Students will work in close collaboration with regional institutions including the National University of Nicaragua and Mi Museo in Granada as well as experienced Nicaraguan, American and Canadian Archaeologists. Students will gain experience in excavation, archaeological survey, field drawings and analytical lab work. For more information, visit our website at https://www.ifrglobal.org/programs/central-america/nicaragua-el-rayo.
The Ethnohistorical Field School, Mexico – The objective of this interdisciplinary project is to introduce innovative methods of integrating archaeological research with art history, ethnohistory, and ethnography, in an intensive travel study program spanning from busy Mexico City to the scenic valleys and highlands of Oaxaca and Puebla. It does not involve active participation in archaeological digs. Through daily traveling and hiking, students will learn about the millennial indigenous cultures, the impact of European colonialism, and the contemporary lifestyles and issues, by the active exploration of archaeological and historical sites, museum collections, and indigenous communities. These excursions will be integrated with classroom courses and on-site lectures delivered by experts on ethnohistorical documents, archaeological field and lab methods, and ethnographic research. For more information, visit our website at https://www.ifrglobal.org/programs/north-america/mexico-ethnohistorical.
The Chiapas Ethnographical Field School, Mexico – Students will join the Undocumented Migration Project (UMP) and, using anthropological methods, will help to bring about an understanding of the experiences of clandestine border crossers on the USA/Mexican and Mexican/Guatemala borders. In 2015, students will help the UMP’s new project in Palenque, Mexico to document experiences of migrants preparing to cross Mexico. Students will utilize ethnography, archaeology and forensic science to give a voice to hundreds of thousands of undocumented migrants on their journey from Central America to Mexico. For more information, visit our website at https://www.ifrglobal.org/programs/north-america/mexico-chiapas-ethnoarchaeology.
The Chiapas Bioanthropological Field School, Mexico – Students will join the Mexican Biological Variation Project in investigating the range of human biological variation, phenotypic and genotypic, present in southern Mexico. This work is done in conjunction with the Chiapas Bioanthropological Field School, also in Mexico. Students will be exposed to research strategies for human biology fields. This project trains students in study design, human biological phenotype collection, and DNA extraction methods. For more information, visit out website at https://www.ifrglobal.org/programs/north-america/mexico-chiapas-bioarchaeology.
The Chincha Field School, Peru – In this project we will explore the Paracas culture of Southern Peru, a culture famous for its spectacular art and depictions of human trophy heads. Students will explore the nature of violence in Paracas culture to determine if it was a type of ritually confined elite competition or if it was war for political and economic ends. We will also explore interregional exchange and mobility between the coast, mid-valley, and highland ecological zones to illuminate the exchanges of goods and ideas over long distances. Students will work closely with experts from the Universidad Mayor San Marcos from Lima (Peru) and gain a rich experience in excavations, mapping, laboratory work, and analytical techniques. For more information, visit our website at https://www.ifrglobal.org/programs/south-america/peru-chincha.
The Vitor Field School, Peru – Students will investigate ceremonial, residential, and mortuary components of the valley’s occupational history, including evidence of Wari, Tiwanaku, and Inka cultures. Through the study of these remains, the Vitor Archaeological Project focuses on the emergence of social complexity and human/environment interactions. Students will be trained in critical thinking and a wide range of archaeological research methodologies including: survey, and excavations of domestic, ceremonial, and mortuary contexts. Students will also spend time in the field lab studying, recording, and analyzing a wide range of archaeological artifacts. For more information, visit our website at https://www.ifrglobal.org/programs/south-america/peru-vitor.
The Claudio Cutiao Field School, Brazil – Students can join the Amazonian Interfluvial Archaeological Project in the Amazon Rainforest of Brazil to explore human occupation in a little known ecoregion of the Amazon. Travel the beaten path into the depths of the amazon to establish an archaeological understanding of the area as well as a cultural relationship between amazon boundaries. In 2015, students will map and excavate the archaeological site of Claudio Cutião. The primary research question for this season is to determine the site boundaries and its internal variability. Using 'terra preta', soil enriched by organic waste and human action, and the distribution of artifacts, site organization can be understood in the Amazon. For more information, visit our website at https://www.ifrglobal.org/programs/south-america/brazil-claudio-cutiao.
The Ciudad Perdida Field School, Colombia – Located deep in the Sierra Nevada de Santa Marta mountains, Teyuna-Ciudad Perdida is one of the largest sites built and inhabited by the Tayrona polities for more than a millennia prior to European contact (AD 200 to AD 1600). Students in this exciting field school will help to collect archaeological data for the purpose of illuminating the relationship of these smaller settlements to the larger urban core. Field investigations will entail site survey, mapping of inter-site flagstone paths, and shovel test excavation. Students will also be trained in artifact collection, cataloging, stratigraphic profiling, and architectural documentation. For more information, visit our website at https://www.ifrglobal.org/programs/south-america/colombia-ciudad-perdida.
The Tel Bet Yerah Field School, Israel – Tel Bet Yerah (Khirbet Kerak) is a large mound situated on the Sea of Galilee, at the outlet of the River Jordan in Israel. Occupied throughout the Early Bronze Age and sporadically in later times, Bet Yerah was a fortified city at the beginning of the third millennium BCE. It had contact with the First Dynasty kings of Egypt and was later home to a unique ceramic tradition: Khirbet Kerak Ware, with roots in the South Caucasus. In 2015, students and volunteers will continue to investigate the monumental Circles Building (granary), excavating the deepest part of the mound. For more information, visit our website at https://www.ifrglobal.org/programs/me/israel-tel-bet-yerah.
The Tel Beth Shemesh Field School, Israel – Tel Beth Shemesh was active during the Late Bronze and Iron Ages and was located at the geographic meeting point of three different ethnic and cultural groups, Philistines, Canaanites and Israelites. It is therefore an ideal site to investigate ancient geopolitical, social, and cultural dynamics at a border zone. Students in 2015 will join the efforts at this site to help excavate the northern area of the site to explore cultural diversity, continuity and changes in strata from the 10th Century BCE to the 13th Century BCE. Students will learn excavation techniques, artifact retrieval and cataloguing techniques and laboratory skills. For more information, visit our website at https://www.ifrglobal.org/programs/me/israel-tel-beth-shemesh.
The Petra Field School, Jordan – This field school will allow students to join excavations in the ruins of ancient Petra in the Petra Garden and Pool Complex (PGPC). In antiquity, Petra was the hub of a vibrant trading network linking Arabia and the Mediterranean world, and the capital of the Nabataean kingdom that flourished from the 2nd century BCE through the 1st century CE. Recent excavations of the PGPC have revealed the remains of a monumental pool with island-pavilion, a complex water system of channels and pipelines, and pathways lain out across an expansive garden terrace. In 2015, students will focus on excavations of this unique system to gather evidence to pinpoint the date of its decline and for the pool’s water source. Students will also learn the methods of garden archaeology to analyze the garden. For more information, visit our website at https://www.ifrglobal.org/programs/me/jordan-petra.
The Bat Field School, Oman – Join the Bat Archaeological project (BAP) at the UNESCO World Heritage site of Bat, al-Khutm, and al-Ayn in northern Oman from Jan 16th to February 20th. This site was once a major Bronze Age center of ancient “Magan” from 3,000 to 2,000 BCE, with connections to Mesopotamia, Iran, and the Indus Civilization. In 2015, students will work to analyze domestic structures to begin to understand the transition from an agricultural based society to a developed one; a difficult task because the people of Magan did not have a writing system or use glyptic arts to record, or organize their societies. Students will learn stratigraphic excavation techniques, survey techniques, including work with GIS, radio carbon dating. Students will utilize specialized methodologies, like geomorphology, archaeobotany and geophysical prospection to better understand the social history of this region. For more information, visit our website at https://www.ifrglobal.org/programs/me/oman-bat.
The Poulton Field School, UK – This field school is location at the Poulton Abbey site in Poulton, UK. Students will join the Poulton Roman Landscape Project to characterize the nature of this Romano-British aspect of this site. Students will divide their time between excavating the Roman- British and Iron Age structures, excavating human remains from the Medieval charnel deposits, surveying, finds processing and recording, and environmental processing. For more information, visit our website at https://www.ifrglobal.org/programs/europe/uk-poulton.
The Penycloddiau Hillfort Field School, UK – This field school is located on the Clwydian hill-range, in North Wales. This field school aims to provide students with a solid understanding of the full range of practical skills involved in the archaeological process, including: single-context stratigraphic excavation/recording; drawing plans/sections; geophysics and topographic survey; archaeological photography/illustration; finds handling; and environmental sampling/processing. At 21 hectares, Penycloddiau hillfort is one of the largest pre-Roman Iron Age sites in the UK. Previous work suggests that similar large contour enclosures may be a very early type (c. 800-400 BC); as a result, our excavations aim to help date the very origins of the hillfort in western Britain. For more information, visit our website at https://www.ifrglobal.org/programs/europe/uk-penycloddiau.
The Blackfriary Field School, Ireland – These excavations take place at a 13th century Dominican friary in Trim, Co. Meath. The Blackfriary was the third religious house built in Trim in the 12th - 13th Centuries. During the 16th century, the friary fell into disrepair following the dissolution of the monasteries by Henry VIII. In the 18th Century, the building was sold as a live quarry, servicing a building boom in the town. In its construction and destruction, the friary reflects the growth and decline, and modern development of the town of Trim. The Blackfriary Project is a community based research and teaching excavation, including mortuary excavations. The project includes an outreach and education program developed in conjunction with the Blackfriary Project Committee, the Town Council, and the Heritage Office in Meath County Council. For more information, visit our website at https://www.ifrglobal.org/programs/europe/ireland-blackfriary.
The Spike Island Field School, Ireland – Spike Island prison, Ireland’s Alcatraz, is located in Cork harbour. The prison opened in 1847 at the height of the Great Irish Famine and closed in 1883. The prison was an important holding center for convicts transported to Australia. The focus of the 2015 season will focus on establishing the location of the burial ground used in the prison’s first decade. We also hope to investigate the foundations of a prison building. Archaeology provides a means of investigating daily life in the prison and the triangle of relationships between convicts, warders, and the institution, and also the place of such prisons in broader imperial systems. For more information, visit our website at https://www.ifrglobal.org/programs/europe/ireland-spike-island.
The Abruzzo Field School, Italy – Students will travel to the mountainous Abruzzo region of Italy and join the Borgo Abruzzo Project to excavate the village of Castelvecchio Calvisio. This site presents unique characteristics in that it contains a well-preserved center, medieval in its urban plan and Renaissance in its architectural massing. In 2015, students will use laboratory skills to develop and test methodologies, diagnostic procedures and conservation techniques through hands-on work on conservation of historic urban buildings. Students will use their better understanding the town’s architectural history, using photographic and drawn surveys recorded in a customized database, to form the basis for proposals for redevelopment of the town center. For more information, visit our website at https://www.ifrglobal.org/programs/europe/italy-abruzzo.
The Italy Sardinia Prane Siddi Field School – In Sardinia, Italy, a hierarchical during the Middle Bronze Age society built sixteen monumental stone towers on Pran'e Siddi, a high plateau located in south-central Sardinia. Within a few centuries, these monumental sites were abandoned. The Pran'e Siddi Landscape Project was established to research how the Middle Bronze Age people of Pran'e Siddi used their land and to investigate the possibility that they were using unsustainable agricultural practices to gain wealth and power. Students will use a variety of archaeological survey methods and artifact analyses to investigate land use, settlement change, and sustainability in the Siddi region. For more information, visit our website at https://www.ifrglobal.org/programs/europe/italy-pran-e-siddi.
The Cova Gran Field school, Spain – The project explores dramatic changes in Paleolithic subsistence and social organization that are key to developing a more nuanced understanding of the last 50,000 years of human evolution. The southeastern Pyrenees has a rich archaeological heritage, with human settlement spanning the Late Middle Paleolithic to the Neolithic. Focusing on the Cova Gran-Santa Linya site, this investigation examines differences in Neanderthal and anatomically modern human behavior around the MIS 3/2 limit. Cova Gran also contains deposits dating to the late Upper Paleolithic and evincing the transition from hunter-gatherer to shepherd-farmer subsistence practices. Working alongside colleagues and students from the Universitat Autonoma de Barcelona (www.uab.es/cepap), field school students will be exposed to a wide range of archaeological techniques and methods all the while learning about heritage management and scientific research design. For more information, visit our website at http://www.ifrglobal.org/programs/europe/spain-cova-gran.
The Kephallenia Field School, Greece – Join the Archaeological Shoreline Research Project (A. Sho. Re) to help survey and map the coastal zone of southeastern Kephallenia, Greece. The project aims to establish an interdisciplinary survey methodology of maritime landscape, utilizing archaeology, earth sciences, maritime archaeology, geology, geomorphology and paleohydrology. In 2015 students will document artifact scatters, ancient sites and/or features on the beach, near shoreline, at sea caves and of ship wrecks. Due to the maritime aspect of this field school survey work may involve long swimming/snorkeling sessions daily in the shore area near the island. Students attending this program must be good swimmers and have strong stamina, as we will spend most of the day working in the water. For more information, visit our website at https://www.ifrglobal.org/programs/europe/greece-kephallenia.
The Methone Field School, Greece – Students can join the Ancient Methone Archaeological Project aid in exploring the human activity in Pieria ranges from the Late Neolithic through the Hellenistic periods. The project explores the dynamics of landscape and landscape change, with a focus on sea level changes and related shoreline shifts to reconstruct the palaeoshoreline that defines the location and extent of the port of ancient Methone, crucial information that will help guide and focus plans for the broader study of the Haliakmon Delta. Students will participate equally in excavation and processing of finds. Students will be trained in field techniques in geomorphological and geophysical survey, methods of field excavation, and learn how to recognize, classify, and process artifacts and ecofacts. Students will also be exposed to the practices of conservation, storage and recording. For more information, visit our website at https://www.ifrglobal.org/programs/europe/greece-methone.
The Vrbicka Cave Field School, Montenegro – Montenegro boasts one of the few regional hotspots with concentrations of Palaeolithic and Mesolithic sites in southeastern Europe. Join us to investigate the site of Vrbicka Cave and its immediate environment, located in western Montenegro, that was a main repository of human occupational histories in the prehistoric past. The 2015 season will expand the excavation areas and research will focus on gaining better understanding of the use of the cave space for specialized activities during different phases of its occupation. Students will also learn archaeological survey techniques. For more information, visit our website at https://www.ifrglobal.org/programs/europe/montenegro-vrbicka-cave.
The Spitzkloof B Rockshelter Field school, South Africa – Archaeological investigations in South Africa’s rugged and remote Namaqualand desert are aimed at reconstructing the flexible survival behaviors so characteristic of our species. Ancient desert adaptations will be explored through excavations at one of three spectacular rockshelters, Spitzkloof B, and surveys in the surrounding arid landscape. Although the region boasts an extremely rich archaeological record stretching back over 60,000 years, it remains virtually unexplored. Students can camp in a red-sand valley and working alongside experts in southern African prehistory. Students will reconstruct ancient desert lifestyles and in the process also gain experience with a range of archaeological materials, techniques and methods. For more information, visit our website at https://www.ifrglobal.org/programs/africa/south-africa-spitzkloof.
The Olduvai Gorge Field School, Tanzania – Olduvai Gorge, Tanzania, is one of the most important paleoanthropological sites in the world. It was the first place where traces of an early stone tool culture were discovered and also where the transition from the Oldowan (a simple core-and-flake technology) to the Acheulean (defined by the appearance of handaxes) was first documented. Despite the relevance of Olduvai to the understanding of the origins of the Acheulean, there have been few investigations of this topic. In 2008, the Olduvai Geochronology and Archaeology Project (OGAP) was started to renew investigations on the origins of the Acheulean in Olduvai. For more information, visit our website at https://www.ifrglobal.org/programs/africa/tanzania-olduvai-gorge.
The Fayum Field School, Egypt – The Fayum field school takes place at the Greco-Roman town of Karanis, a large mudbrick settlement founded in the third century BCE as part of the Ptolemaic expanse of agriculture in the Fayum region of Egypt. The project focuses on both domestic and industrial areas to understand the importance of agriculture in relation to other economic activities. During the field training, students will work closely together with Egyptian graduates as part of a broader research project, which enables students to experience different types of archaeological work and their contributions to a primary research question. For more information, visit our website at https://www.ifrglobal.org/programs/me/egypt-fayum.
The Sehonghong Field School, Lesotho – Sehonghong is a rockshelter, used for tens of thousands of years in diverse ways, in the Maloti-Drakensberg Mountains of Lesotho, southern Africa. Students will join current work at Sehonghong, part of a larger comparative project entitled, Adaptations to Marginal Environments in the Middle Stone Age (AMEMSA). This project aims to understand how some of the world’s earliest fully modern human societies adapted to challenging African environments. The goal of the 2015 field season was to continue excavating Sehonghong, and to conduct archaeological and geomorphological surveys in the surrounding area. For more information, visit our website at https://www.ifrglobal.org/programs/africa/lesotho-sehonghong.
The Bandafassi Field School, Senegal – Travel to the Bandafassi Plateau in southeastern Senegal and excavate part of a UNESCO World Heritage site recognizing both the natural beauty of this landscape and the cultural heritage of Bassari, Bedik, Peul, and Mande people living there today. Students can join the Bandafassi Historical Landscape Project (BHLP) is to study trade route networks, crossroads for kingdoms and identify the temporal and cultural changes the region experienced and that are shaping it today. The BHLP 2015 field school will undertake an archaeological, anthropological, and historical study of this landscape, with particular focus on the village site of Ethiowar Ancien occupied during the 18-19th centuries CE. For more information, visit our website https://www.ifrglobal.org/programs/africa/senegal-bandafassi.
The Zita Field School, Tunisia – This field school is located in Southern Tunisia at the site of Zita, an urban mound situated along an ancient trade route from Carthage to Tripoli. Zita also contains a Carthaginian child sacrifice precinct. The summer of 2015 will focus on mapping the ancient city and its coastal and agricultural hinterlands; excavation of key points that inform us on the cultural trajectories of the site, such as the Roman forum Punic sacrifice precinct, and metallurgical and domestic zones; and documenting the socioeconomic, political, religious, and ecological realities of the local populations from prehistory to the post-Arab Spring using archaeological and ethnographic methods. For more information, visit our website at https://www.ifrglobal.org/programs/africa/tunisia-zita.
The Ntusi Field School, Uganda – Students can travel to southwestern Uganda to work on the Ntusi site, a site occupied throughout the first half of the second millennium CE. This makes this site the earliest archaeological site in the Great Lakes region of Africa. In 2015, students will seek to test the current interpretations by conducting excavation in new areas, applying new analytical techniques and exploring Ntusi’s relationship with its immediate hinterland. Students will also establish the organization of space, the economic base and the date of occupation of the location. In addition to excavation, students will be involved in the recovery of palaeobotanical remains and the processing and recording of abundant assemblages of pottery and animal bone. Survey techniques will also be utilized. For more information, visit our website at https://www.ifrglobal.org/programs/africa/uganda-ntusi.
The Ifugao Field School, Philippines – This field school focuses on the Ifugao Rice Terraces, a group of UNESCO World Heritage monuments that attest to the ingenuity and communitarian management of Cordilleran people of Luzon in the Philippines. Recent work of the Ifugao Archaeological Project has demonstrated that the upland rice field systems in the region were responses to the social and political pressure from intrusive Spanish colonization into the region starting at c. AD 1600. In 2015, students helped to determine the impacts of Spanish colonialism on Philippine highland populations buy focusing on the Old Kiyyangan Village, an abandoned settlement in the town of Kiangan, Ifugao. Students will gain experience in bioarchaeology, labratory techniques, and ethnographic analysis. For more information, visit our website at https://www.ifrglobal.org/programs/asia/philippines-ifugao.
South Australia - Maritime Archaeology Advanced Practicum: Marine Geophysics This field school is held at Flinders University.The topic will provide students the opportunity to study marine geophysics for archaeology in both theoretical and practical application. The topic will be delivered with specialist support from Dr Paul Baggaley who has over a decade of experience in developing the industry-leading geophysics team for Wessex Archaeology (Paul and his team have carried out over 100 maritime archaeology projects in the United Kingdom). Students will benefit from lectures and will be introduced to data processing and interpretation, which they will carry out under supervision. Students will become familiar with a professional workflow and specialist software familiarization. Students will also participate in an offshore survey (weather dependent) to acquire data over a historic shipwreck. They will then have the opportunity to review and interpret that data as part of this intensive four-day practicum. For further information please contact Dr. Jonathan Benjamin.
Historic Archaeology Field School in Pennsylvania - In its sixth year, the Archaeology Field School is an intensive three-week program led by Archaeologist Dr. Lydia Garver at The Speaker's House, which was the home of Frederick Muhlenberg. No previous experience is necessary, and the program is open to anyone age 15 or over. Participants will receive training in excavation techniques, record keeping, artifact identification, processing, cataloging, and classification. The Field School will focus on the area surrounding the original kitchen wing, built in the 1760s, including the foundation of the bake oven. As part of their work, students will conduct shovel tests in an area where an authentic Pennsylvania German kitchen garden is planned. Optional field trips and guest lectures will also be offered. Students can earn three college credits for their participation in the Field School by enrolling through MCCC. To learn more contact Dr. Lynn Swartley O'Brien at email@example.com or visit http://www.speakershouse.org/archaeology.
Advanced Practicum in Maritime Archaeology at Flinders University - This topic is a practicum which provides students with opportunities to participate in the workplace environment. Occasionally, maritime archaeology fieldwork opportunities arise in which students may assist government agencies, consultancy firms, non-profit groups, or other universities. This topic provides students with the ability to participate in these projects and receive one-on-one guidance and instruction with immediate feedback on their performance. This practicum will allow students to put their theoretical learning into practice, develop a sense of the workplace, enhance their employment prospects through additional training, build a network of contacts, and develop a range of personal and professional work skills. For more information and future field studies with Flinders University, visit http://www.flinders.edu.au/ehl/archaeology/fieldwork/field-schools/.
Tree Field Studies - Tree Field Studies is a small organization specializing in providing world-class educational and research experiences to students from all over the world. Tree Field Studies, has been dedicated to the education of students in tropical ecology, conservation and animal behavior. Our teaching faculty has extensive experience teaching and doing research in the Tropics. Over the years Tree Field Studies has taught classes in Costa Rica, Panama and Tanzania. Our students have seen what few people ever get to see: wild undisturbed rainforest. They have observed macaws at close range, collected Jaguar scat for Panthera, tracked monkeys, identified poison-dart frogs and caught glimpses of Tapirs. The founders of Tree Field School have a strong commitment to the local community; manifesting each year in community development projects, educational support for local students and aid to local and international researchers. In addition to providing excellent training for future scientists in the areas of ecology, conservation and animal behavior, Tree faculty and staff enable students to visit areas within country for both educational and recreational purposes. Students have visited volcanoes, cloud forests, coral reefs, and beaches. They have relaxed in hot springs, swum in water-filled extinct calderas, and sped through the forest zip lining. Please feel free to contact one or all of us if you are interested in attending one of our courses: Dr. Lorna Joachim: firstname.lastname@example.org, Tel: (505) 710-4007; Mr. Israel Mesen Rubi: email@example.com; Dr. Grainne McCabe: firstname.lastname@example.org. Website: http://treefieldstudies.wix.com/treefieldstudies
Pimu Catalina Island Archaeology Field School - The Pimu Catalina Island Archaeology Field School is a collaborative research project with Tongva/Gabrielino tribal members, the Santa Catalina Island Conservancy and California State University, Northridge. The field school is a Register of Professional Archaeologists (RPA) certified. In our seventh year, the field school provides students with practical working knowledge of survey, excavation, lab and cataloging methods while immersing them in the 9,000 years of prehistoric maritime history of the Tongva/Gabrielino nation. Students will also learn about how to apply cultural resource laws to public sector archaeological work. Situated just off the coast of Los Angeles, Catalina Island was historically an important trading supply outpost for Southern California and beyond. The field school is part of the on-going Pimu Catalina Island Archaeological Project (PCIAP), which is working to assess and protect archaeological sites on Catalina. Please contact Wendy Teeter at email@example.com or at (310) 825- 1864 if you would like to participate. For More Information See: http://www.pimu.weebly.com.
Mayan Ethnographic Field School in Guatemala – Participating in secret ancient indigenous rituals on cliff-tops, hunting exotic medicinal plants in forests, and projects to conserve cultural traditions are all part of the adventure. This summer abroad program gives an intimate hands-on glimpse into another culture, discover the colorful world of the mountain indigenous K'iche Maya. Stretching across a region of Guatemala's stunning, beautiful highlands, volcanoes, this course explores the dynamic interactions of human societies. Our program includes homestays with K'iche Mayan with the welcoming extended Leon family as well as Mayan ceremonies, saunas, medicinal plant treatments, Mayan festivals, as well as learning indigenous weaving and artwork. Concurrently, through course activities, assignments, & individual projects, students develop practical skill & experience in anthropological fieldwork. Co-director Adelphi University Anthropology Professor Douglas London has two decades of experience working with the Maya in Guatemala. Co-Director Taxa London is Kiche Maya, a human rights author and artist. Among others we will visit ancient Maya cities and ruins and Antigua one of the best-preserved colonial cities in the Americas. For details interested students should email Professor Douglas London at dlondon@ adelphi.edu.
Bioanthropology field school on the island of Astypalaia, Greece - Astypalaia is a small, beautiful island in the Aegean Sea which in Classical times was an independent city state. The field school is based on a unique archaeological site – the largest ancient children's cemetery in the world, with at least 2800 burials dating 750 B.C. to A.D. 100. Students learn the specialist skills required to excavate, record, identify, conserve, measure and catalogue the tiny bones and teeth of young children. Project director: Dr Simon Hillson, UCL Institute of Archaeology, University College London. For more information please visit https://sites.google.com/site/astypalaiabioarchaeology/astypalaia-bioarchaeology.
Archaeology Southwest / University of Arizona Preservation Archaeology Field School in Southwest New Mexico - Undergraduate and graduate students will learn excavation, survey, and analysis methods in a beautiful and archaeologically rich part of the American Southwest. Up to twelve undergraduate students will attend with financial support from the National Science Foundation’s Research Experiences for Undergraduates (REU) program. Our curriculum highlights Preservation Archaeology, which integrates research, education, and preservation within a community-based framework. Students will actively participate in data collection that will contribute to Archaeology Southwest’s long term study of demographic change, migration, and community organization in the southern U.S. Southwest during the late precontact period (ca. A.D. 1200-1500). For more information, please see www.archaeologysouthwest.org/what-we-do/investigations/salado/field-school/.
Oregon State University Archaeology and Geoarchaeology Field School - The Oregon State University Archaeology and Geoarchaeology Field School will be returning to continue excavation of early Western Stemmed Tradition components (possibly dating to 11,410 radiocarbon years old) at the Cooper's Ferry site. During this eight week session, students learn state of the art excavation and recordation methods, including the use of total station surveying instruments, 3D scanning of excavation features and stratigraphy, wireless digital data entry of finds, and portable x-ray fluorescence devices. This year, we'll also bring our new Geoprobe coring rig into the field to provide students with an introduction to the study of geoarchaeological records at landscape scales from cored stratigraphic sequences. For more information, visit our website at: http://oregonstate.edu/cla/anthropology/2012-coopers-ferry.
NCSU Seven-week Ethnographic Field School, Lake Atitlán, Guatemala - Learn how to design, conduct, investigate and write-up your own independent project while living with a local family on the shores of Lake Atitlán, Guatemala. Throughout the seven and a half week program, you will learn about the Maya while developing skills in ethnographic fieldwork as you carry out your own research project. Whether you are an undergraduate, a graduate student, just finished college, learning how to collect data and talk to people is beneficial not only for those in anthropology, but also for those in many other majors, including sociology, international studies, public health, history, education, textiles, natural resource management, business and management, sociolinguistics, political science, psychology, design and civil engineering. Anyone interested is encouraged to apply, especially students interested in topics such as development, environment, globalization, social justice, tourism, conservation, language, development, poverty and health. Not sure how your interests may fit into the topics listed Contact the program Directors, Tim Wallace (firstname.lastname@example.org) and Carla Pezzia (email@example.com), to discuss potential opportunities for your areas of interest. Each student may choose any topic for his or her independent research project. Service learning opportunities are also possible. Visit the Guatemala Program website for more information and photos from previous years.
Adelphi University Department of Anthropology - The Adelphi University Department of Anthropology welcomes applications from graduate and undergraduate students interested in Anthropology or related disciplines. Taught by experienced faculty with student-instructor ratios among the lowest available, these programs emphasize a wide range of experiential learning opportunities. This summer Adelphi University is offering three archaeological field schools and a new course in Maya ethnography. In addition to our undergraduate programs in the Susitna valley, we also offer an advanced course in the middle Tanana valley of interior Alaska, and our longstanding bioarchaeological field school on the Island of Crete. For more information on any of these programs, please visit us online at http://anthropology.adelphi.edu/explore/field-research-and-study-abroad.
Gulf Islands National Park Reserve Archaeology Field School - Located on Prevost Island with travel to other Gulf Island sites, the field school will be partnered with Parks Canada and local First Nations. Courses taught within the field school are Anthropology 343 and Anthropology 344. Instructor will be Eric McLay, PhD Student UVIC. More information here.
Tunisia-Zita - The site of Zita is an urban mound located in southern Tunisia and situated along an ancient trade route from Carthage to Tripoli. Identified by a Latin inscription as the Roman city of “Zita” (“Olive City” in Punic) it also contains a Carthaginian child sacrifice precinct (tophet). Our project is the first modern research expedition to be granted permission to work here. We will also continue targeted excavation at the Roman forum and the Carthaginian sacrifice precinct to inform us on Zita’s cultural trajectories. Finaly, we will document the socioeconomic, political, religious, and ecological realities of the local populations from prehistory to the post-Arab Spring using archaeological and ethnographic methods. For more information, visit our website at http://www.ifrglobal.org/programs/af/tunisia-zita.
Uganda-Ntusi - Ntusi is a site covering an area of more than 100 hectares, situated in the grasslands of south western Uganda. Occupied throughout the first half of the second millennium CE, Ntusi is the earliest archaeological site in the Great Lakes region of Africa demonstrating the development of centralized societies. The main research focus will be on the northeast part of the site, which will establish the organization of space, the economic base and the date of occupation of the location. In addition to excavation, students will be involved in the recovery of palaeobotanical remains and the processing and recording of abundant assemblages of pottery and animal bone. A limited amount of field survey will be undertaken to identify sites for future investigation. Students will visit various local natural and cultural locations – such as papyrus swamps and cattle enclosures – to consider their significance in understanding the past. For more information, visit our website at http://www.ifrglobal.org/programs/af/uganda-ntusi.
The Sanisera Field School - We are an Archaeological Field School which, year after year, expands its courses by offering students the opportunity to work and discover renown sites which present Classical Archaeology from different countries, where they can carry out their practices focused on specialized fields of knowledge that are related to their University degrees. We are not only in Spain, but we also have courses in Greece, Bosnia, Croatia and Italy. We offer students more than 20 courses in terrestrial archaeology, underwater archaeology, biological anthropology, GIS and film. For more information, visit our website at http://www.ecomuseodecavalleria.com/.
Field School for Bio-archaeology Huari-Ancash Project - Our Project is focused in the area of Ancash, in the Peruvian Highlands and has been active since 1997. The Field school has been running since 2004. The aim of this archaeology and bio-archaeology field school is to learn of the lifestyle of the pre-hispanic population in Peru Highlands. Our project revolves around funeral aspects and ancestral cults. We are undertaking archaeological excavations in order to obtain information which helps us understand these subjects.The project is supported by Instituto de Estudios Huarinos under direction of Bebel Ibarra, a researcher in the Department of Anthropology at Tulane University. More information can be found visiting: http://arqueologiadeancashenglish.blogspot.com/.
Globalization and Community Health Field School in Costa Rica - For the past 13 years, the Department of Anthropology at the University of South Florida has offered the “Globalization and Community Health Field School” in collaboration with the Monteverde Institute in Costa Rica. The field school is unique in its interdisciplinary approach that brings together the fields of Anthropology and Civil and Environmental Engineering to address health related issues in rural Costa Rica. Students receive intensive cross-disciplinary training in quantitative and qualitative methods and conduct guided field research while living with local Costa Rican families. We have two concurrent programs: one for undergraduate students which is supported by an NSF REU grant and one for graduate students. The NSF-REU covers most program expenses and offers participating undergraduates a weekly stipend. Here’s a link to a video made by our 2013 REU students http://www.youtube.com/watch?v=Qtp3W186g18. For more information, please visit http://anthropology.usf.edu/REUanthroengine/.
Ethnographic Field School in Belize - This course immerses students in Belizean culture and trains them in contemporary anthropological field methods. Students will gain valuable research skills (e.g., ethnographic interviewing and qualitative data analysis) to apply anthropology in their future careers (e.g., applied anthropology or other social/behavioral discipline), an appreciation for Belizean cultural diversity, and further their personal growth. While in Belize, students will be primarily engaged in guided applied ethnographic fieldwork. Students will learn about the local culture by doing participant-observation and conducting ethnographic interviews in a community-based research project. Students will learn research ethics, unobtrusive observation, participant observation, field note writing and coding, ethnographic and life history interviewing, ethnolinguistic data collection, community mapping, rapid assessment procedures, qualitative data analysis, and other ethnographic methods in addition to basic ethnographic writing. More information can be found by visiting http://cfaa.nku.edu/ethnographic-field-school.html.
China- Yangguanzhai - The prehistoric village of Yangguanzahi (YGZ) dates to the Middle to Late Yangshao period (4,000-3,000 BCE) and it is one of the largest of its kind. The site is located in the Jing River Valley, approximately 25 kilometers north of the ancient city of Xi’an in northwest China. YGZ has a moat, a row of cave dwellings, subterranean houses, child urn-burials, and extensive pottery kilns. We will attempt to complete the excavation of the Neolithic refuse pits found in these units. We will investigate the depositional processes that created the pits, and we will sieve the contents and extract botanical remains through flotation. Furthermore, we will conduct ceramic analysis to learn more about the exploitation of local clay sources and the pottery production at the site. In addition, students will engage in experimental archaeology, making pottery knifes as they were found in great number at the site. To gain a better understanding of the overall settlement system of the region, we will also conduct survey work at the nearby Neolithic sites of Manan and Huiduipo. For more information, visit our website at http://www.ifrglobal.org/programs/as/china-yangguanzhai.
The Field School in Medieval Archaeology and Bioarchaeology at Badia Pozzeveri, Italy - The Ohio State University and the University of Pisa will offer a field school in archaeology and bioarchaeology in Tuscany, Italy. The program is an outstanding opportunity for students to gain practical experience in archaeological excavation and bioarchaeological investigation by working side-by-side with leading researchers in the field. The field school welcomes both undergraduate and graduate students majoring in anthropology. For more information, visit our website at http://www.fieldschoolpozzeveri.org/.
Itay-Prene Siddi - Pran'e Siddi, or the Siddi Plateau, is a high basaltic plateau located in south-central island of Sardinia. The area around Siddi was inhabited by prehistoric villagers beginning in the Neolithic period (ca. 4,000-3,200 BCE). During the Middle Bronze Age (ca. 1,700-1,450 BCE), the previously egalitarian people began to develop a hierarchical social system with an elite who expressed their power and prestige through the building of monumental stone towers called nuraghi. By 1450 BCE, however, the elite sites on the Siddi Plateau were abandoned and the population moved away. Previous archaeological work in the area suggested that the Nuragic elites may have been using unsustainable agricultural practices to gain wealth and support their power. During survey, students will use data collected from satellite imagery and receive basic training in GIS by using collected artifact data to build maps. Students will also engage in intensive classification and serriation of the ceramic record recovered from the region in previous years. For more information, visit our website at http://www.ifrglobal.org/programs/eu/italy-pran-e-siddi.
The Ecuador Field School Programs in the Department of Anthropology at Florida Atlantic University have operated courses for anthropological and archaeological training in methods for undergraduate and graduate students since 1997. Over the past fifteen years the program has trained approximately 250 students from FAU and universities in the U.S., Europe, and South America. The Ecuador Field Programs (both ethnography and archaeology) are part of a long-term anthropological research and training project focused on understanding the southern Manabí regional development of coastal Ecuadorian culture from 5,000 years ago to the present. Emphasis in both programs is on gaining experience with field methods, working with local populations, and producing field reports. More information on the Ecuador Field Programs can be found at: http://www.fau.edu/anthro/field.php
Dmanisi Paleoanthropology Field School (DPFS) is a four-week field course in paleoanthropology at the site of Dmanisi, Georgia. It starts in the last week of July and continues in August. DPFS is a combination of theoretical course work and practical training. By the end of the course students will choose a research project and prepare a final presentation. Students will build up the teams, work with each other and the field school faculty to finalize their project presentation, which they will present on the final day of the program. Students will have an opportunity to take part in offsite excursions to other historical and prehistoric sites of interest in the Dmanisi region. For more information, please send inquiries to: firstname.lastname@example.org.
The Turkana Basin Institute - The Stony Brook University field school is offering a full time program of 15 upper division credits in Kenya in the Fall and Spring. The program exposes students to all aspects of Archaeology, Ecology, Geology, Human Evolution and Paleoecology. The courses are taught by the world's leaders in these fields. Among the co-instructors are the Leakey family, who have worked in the Turkana basin for 40 years and contributed to the discoveries of the fossil evidence for human evolution between 7 and 1 million years. More information on the Turkana Basin Field school can also be found here: http://www.turkanabasin.org/.
Qualitative Social Science Field Methods in La Paz, Bolivia - 6 week program (late May-June) led by two faculty members with extensive research experience in Bolivia. The program focuses on research design and execution, with classroom components in the morning at the Universidad Católica Boliviana and fieldwork modules in the afternoon for the first four weeks, then there are two weeks of independent fieldwork, research, and writing on a project of the student's own design (performed in consultation with the faculty members). All students receive IRB approval for their research prior to arrival and can use their data in later theses. The Field School is offered for graduate or undergraduate credit (6 hours). All students (graduate or undergraduate) receive in-state tuition per the University of Mississippi's Study Abroad policy, regardless of state of residence.
Thailand Ethnographic Field School - The Thailand Field School is an 11-week (late May-early August) ethnographic research training program, which will take place in an ethnic minority sub-district in Northern Thailand where Hmong, Mien, Lua, and Northern Thais reside. The goal of this program is to give students mentored research field experience. Students will conduct field work on their individual projects under the mentorship of the directing faculty, or may work to collect and analyze data on the directing faculty's current research projects. Students will also receive in-field training on ethnographic research design and methods. This program is based in the BYU Anthropology Department. Students receive 9 credits of research-oriented coursework. This program can accommodate both undergraduate and graduate students. More information, including photos of past field schools, can be found at: http://fhssfaculty.byu.edu/jacobhickman/fieldschool.html.
The Apollonia Pontica Field School, Bulgaria - The city, founded by Miletian colonists at the end of 7th century BC, was named Apollonia Pontica in honor of the patron deity of Miletus - Apollo. In 2005 the island was demilitarized and in 2009 the Apollonia Pontica Excavation Team lead by Dr. Krastina Panayotova restarted the excavations. For more information, visit our website at https://www.ifrglobal.org/programs/europe/bulgaria-apollonia-pontica
The Illidentsi Field School, Bulgaria - During the seventh millenium BC, the Balkan Peninsula was a gateway through which farming, animal husbandry and generally Neolithisation spread from Anatolla and the Near East to Europe, including the site of Illindentsi. During the previous season archaeologists unearthed remains of Early and Middle Neolithic settlement structures and feartures. Among them are several unique dwellings, of Anatolian origin. Humans likely entered Europe due to the complex and varied reasons: increased population, limited environmental resources, climate change etc. Research at Ilindentsi aims to seek more nuanced patterns that will shed light on migration routes and reasons for European Neolithisation. More site-specific questions concern the continuity/discontinuity of habitation, boarders of the settlement through time and the function and the range of fortifications. For more information, visit our website at https://www.ifrglobal.org/programs/europe/bulgaria-ilindentsi
The Pistiros Field School, Bulgaria - Between the 5th and 3rd century BC, and Ancient Greek emporion, called Pistiros, thrived in the Thrace Valley. The emporion was a major port for trade relations between Greece and Thrace. Since annual excavations started over 25 years ago, exposing an Eastern fortification wall, paved streets and stone building foundations. Students will preform basic excavation and field documentation tasks, learn how to process finds and will be introduced to basic archaeological conservation and range of materials and cultures of Thrace and the Mediterranean, unlocking the secrets of Ancient Greek trade. For more information, visit our website at https://www.ifrglobal.org/programs/europe/bulgaria-pistiros
The Tell Yunatsite Field School, Bulgaria - In 1976, regular annual excavations begun at Tell Yunatsite. The site is located near the modern village of Yunatsite, Northwestern Thrace, Bulgaria. What archaeologists have uncovered is that the tell is very rich with archaeological materials. There is a medieval cemetery at its top, followed by a Roman period level, two Iron Age leves, one dated to the Early Bronze and finally a Chalcolithic layer. For more information, visit our website at https://www.ifrglobal.org/programs/europe/bulgaria-tell-yunatsite
The Stobi Field School, Macedonia - Stobi was an Ancient Roman port of trade. Its commercial and strategic position brought Stobi long-term prosperity, especially in the period between the 1st and 3rd centuries CE. In the 4th century CE, Stobi became an important Christian center and the seat of powerful bishops. For more information, visit our website at https://www.ifrglobal.org/programs/europe/macedonia-stobi
OSA Field Institute Centro de estudios para cultura, ciencia y conservación Center for Culture, Science and Conservation - More than a field site, more than a project! Participants can explore numerous opportunities in field research, field experiences, ecotourism, adventure tourism and experiential learning. The Osa Field Institute was established in 2014 as an independent, non-profit academic and research organization in Costa Rica dedicated to providing interdisciplinary hands-on field experience opportunities. Check back frequently for updated field programs. For information, http://www.osafieldinstitute.org/programs_workshops.
The Berlin Visual Anthropology Field School, Germany – This field school offers a rare opportunity to learn visual anthropology while engaging noncitizen perspectives on the future from the city of Berlin. Perspectives will include those that are personal, political, historical, private, public, intimate and distanced. Over four weeks, students will simultaneously think, learn, and imagine the future from Berlin through music, dance, anthropology, art, theater, architecture, literature, history, night life, day life, school life, social life, and life after school. We will read, we will write, and we will learn how to make films with the help of an award winning filmmaker from Berlin and an anthropology professor from the University of Michigan. In thinking about the future, we will think about the extent to which life in the city of Berlin is representative of global futures more broadly, and to what extent it is the exception. We will examine Berlin's place in the world. Through the development of individual and collective film projects, students will learn the entire process of making audio-visual productions. They will work directly with cameras, microphones, professional editing equipment, and also learn how to publicize the concluding event. For more information, visit our website at http://www.ifrglobal.org/programs/europe/germany-berlin-visual-anthropology.
Archaeology Field School and Volunteer Directory Searchable by city, state, country, and region.
Passport in Time A volunteer program of the USDA Forest Service.
Shovelbums The archaeology and CRM professional's resource for jobs, news and gear + new international field schools directory.
Center for American Archaeology Offers variety of programs for all ages.
Department of Anthropology at the Smithsonian Institution’s National Museum of Natural History offers four weeks of intensive training in seminars and hands-on workshops at the museum and at an off-site collections facility. Students are introduced to the scope of collections and their potential as data. Students become acquainted with strategies for navigating museum systems, learn to select methods to examine and analyze museum specimens, and consider a range of theoretical issues that collections-based research may address.
The School for Field Studies (SFS) Provider of environmental field study abroad programs for American undergraduate students in Australia, Bhutan, Costa Rica, Kenya, Mexico, Tanzania and Turks & Caicos Islands.
Disclaimer: The America Anthropological Association does not advocate for or against these institutions, but merely supplies information.